COURSEWORK QUESTION PAPER: 1st Sit Autumn 2023 Year

Module Code: FE6061NI

Module Title: Personal Finance

Module Leader: Bijaya Manandhar

Coursework Type: Participation in Action Learning Sets during four

Workshop sessions

Coursework Weight: This coursework accounts for 10% of your total module
grades.

Submission Date: TBA

When Coursework is given out: TBA

Submission Instructions: This coursework does not require any submission

Warning: London Metropolitan University and Islington College take Plagiarism

seriously. Offenders will be dealt with sternly.

© London Metropolitan University

Individual coursework Component – FE6061NI Personal Finance

Section A: Learning outcomes of the assessments

The assignment addresses the following learning outcome/s of the module:

LO1. To formulate and employ Action Learning strategies involving the cycle of experience,
reflection, understanding and action/decision for the development of knowledge, skill and
attitudinal competencies in personal finance

LO2. To synthesize theory and practice by critically evaluating personal finance concepts and theory
and their practical application in relation to one's own individual circumstances

LO3. To demonstrate critical knowledge and skills competencies in the domains of financial capability
identified by the Financial Services Authority: money management, keeping track of finances,
planning ahead, making choices and staying informed

Section B: Introduction

Workshop assessments will take place during workshop sessions held during weeks 3, 4, 5, and 6.
Each workshop attendance and active participation in Action Learning will be worth a maximum of 2.5
marks. It is the responsibility of students to ensure that they are in the correct workshop sessions for
which they have been registered / allocated.

Students attending workshop sessions for which they have not been registered will not be assessed.
Failure to attend the correct / registered workshop sessions, and failure to participate within the Action
Learning Set at the allocated workshop session / day, may result in no marks being awarded for this
component of assessment.

Section C: Assessment Strategy

Students are required to undertake independent reading of scholarly refereed journal articles and other
sources on Action Learning prior to Seminar session 3 so that they are prepared for participation in
Action Learning Sets.

Students are required to agree on Ground Rules for Action Learning prior to working in Action Learning
Sets.

Students are required to identify ANY ONE financial issue which they wish to address and take forward
at his point of time in their own financial lives,

Students are required to attend seminar sessions and participate in Action Learning Sets as
Presenters as well as Facilitators. Failure to do so may result in no marks being awarded
for this component and may also affect performance in component 2 as the coursework
builds on the work carried out during seminars.

Some examples that students might identify as relevant for their own financial lives are:
 the need to increase savings
 the need to reduce debt
 the need to reduce expenditure
 the need to maintain records
 the need to make pension arrangements
 the need to choose a financial product
 the need to improve employability
 the need to stay informed
[These examples are indicative and not exhaustive.]
Section D: Assessment submission
While Action Learning will take place in groups or Action Learning Sets, marks will be allocated on an
individual basis depending on attendance and workshop participation.

Section E: Marking Criteria: How you will be evaluated?

 Punctuality of attendance
 Adherence to ground rules for participation in Action Learning Sets
 Focus during feedback, observation and discussion
 Evidence of action, reflection and action based on reflection
 Critical thinking and questioning

Section F: Recommended Reading for references

Books:

Core Texts:
 Luu, L., Lowe, J., Butler, J. and Byrne, T. (2017) ‘Essential Personal Finance: A Practical
Guide for Students’ Routledge, London

 McGill, I. and Brockbank, A. (2004) ‘The Action Learning Handbook’ Routledge Falmer,
London

 Redhead, K. (2012) ‘Personal Finance and Investments: A Behavioural Finance Perspective’,

Routledge Abingdon

Other Texts:
 King, J. and Carey, M. (2017) ‘Personal Finance’ 2nd Ed., Oxford University Press, Oxford

 Callaghan, G. Fribbance, I. and Higginson M. (Eds.) (2011) Personal Finance Palgrave

Macmillan, Chichester

Journals:
 Financial Services Review
 Journal of Consumer Research
 Journal of Economic Psychology
 Journal of Consumer Studies
 Journal of Business Research
 Current Option in Psychology
 Journal of Banking and Finance
 Journal of Financial Service Professionals
 Journal of Economic Behavior & Organization
 Sociological Review
 The Journal of Consumer Affairs

Professional Journals/Newspapers:
 Financial Times
 Financial World

Policy Report:
 Atkinson, A., McKay, S., Kempson, E. and Collard, S. (2006) Levels of Financial Capability in
the UK: Results of a baseline survey, Prepared for the Financial Services Authority by
Personal Finance Research Centre University of Bristol

Websites:
 My Second Teacher Student Resources:
 The Financial Services Ombudsman: http://www.financial-ombudsman.org.uk
 The Money Advice Service: www.moneyadviceservice.org.uk
 Personal Finance Society (PFS): http://www.thepfs.org/
Electronic Databases:
 Science Direct
 Emerald Management e-Journals
 Ingenta Connect

Section G: Assessment Grade Description

GSBL UNDERGRADUATEGENERAL GRADE DESCRIPTORS

Level 3 or 4 Level 5 Level 6

General Acquisition of broad Generate ideas through Critically review,

knowledge analysing concepts
Evaluate information Demonstrate a command
Use information to plan, of specialised skills
develop and problem solve Formulate responses to
well defined and abstract
Analyse and evaluate
information
70-100 Very good Excellent
(A) Demonstration of very Advanced scholarship
good comprehension of Goes beyond the material
the task with evidence of provided
analysis, synthesis, Excellent link to research
evaluation and critical Excellent analysis,
appraisal synthesis, evaluation and
Use of a wide variety of critical appraisal
appropriate sources Excellent evidence of
Transformation of preparation
knowledge Comprehensive and critical
Independent thinking and understanding of the topic
development of ideas Excellent ability to
Ability to communicate clearly and
communication very clearly effectively
and effectively Excellent organisation,
Very good evidence of structure and presentation
preparation of work
Very good organisation, Good references,
structure and presentation appropriate sources
of work – minimal errors (quality and quantity). No
Good references, errors in reference list or
appropriate sources citations.
consolidate and extend a
body of knowledge using
specialised skills
Critically evaluate
concepts and evidence
from a range of sources
Transfer and apply skills
and exercise significant
judgement in a range of
situations
Excellent – Outstanding
(for use at far end of
range)
Outstanding
understanding, exploration
and insight
Strong evidence of
originality and
development of own ideas
Develop a highly complex
argument
Outstanding ability to
communicate topics clearly
and concisely
Advanced organisation,
structure and presentation
of work
Good references,
appropriate sources
(quality and quantity). No
errors in reference list or
citations.
 (quality and quantity). No
errors in reference list or
citations.
60-69 (B) Very good
Demonstration of very
good comprehension of
the task with evidence of
analysis, synthesis,
evaluation
Use of a wide variety of
appropriate sources
Transformation of
knowledge
Independent thinking and
development of ideas
Ability to communication
clearly and effectively
Very good evidence of
preparation
Very good organisation,
structure and presentation
of work – minimal errors
Good references,
appropriate sources
(quality and quantity).
Minimal or no errors in
reference list or citations.
50-59 © Adequate – Satisfactory
Some analysis but limited
Some insight and
exploration of ideas
Sound conclusions
No significant inaccuracies
or omissions
Some analysis, evaluation
or synthesis of information
Lacking clarity at times
Some evidence of
preparation
Referencing is sound.
Mostly appropriate
sources. Numerous errors
or inconsistencies
40-49 (D) All learning outcomes
met
Competent (practical)
May be incomplete in
knowledge (some errors or
omissions)
Insufficient analysis,
evaluation or synthesis
Limited application of
theories/knowledge
Very good
Demonstration of very
good comprehension of
the task with evidence of
analysis, synthesis,
evaluation
Use of a wide variety of
appropriate sources
Transformation of
knowledge
Independent thinking and
development of ideas
Ability to communication
clearly and effectively
Very good evidence of
preparation
Very good organisation,
structure and presentation
of work – minimal errors
Good references,
appropriate sources
(quality and quantity).
Minimal or no errors in
reference list or citations.
Adequate – Satisfactory
Some evidence of thinking
independently to develop
own ideas
Evaluation of relevant
theories or literature
Reasonable ability to
communicate clearly and
effectively
Report information in a
structured way
Use of an appropriate
format
Quite comprehensive
knowledge
Satisfactory evidence of
preparation
Satisfactory referencing,
appropriate sources.
Numerous but minor errors
in references
All learning outcomes
met
Competent (practical)
May be incomplete in
knowledge (some errors or
omissions)
Weak or no analysis,
evaluation or synthesis
Some application of
theories/knowledge
References well utilised
and critiqued
Very Good
Advanced scholarship
Goes beyond the material
provided
Very good link to research
Very good analysis,
synthesis, evaluation and
critical appraisal
Very good evidence of
preparation
Comprehensive and critical
understanding of the topic
Very good ability to
communicate clearly and
effectively
Very good organisation,
structure and presentation
of work
Good references,
appropriate sources
(quality and quantity). No
errors in reference list or
citations.
Adequate- Satisfactory
Evidence of thinking
independently to develop
own ideas
Evaluation of relevant
theories or literature
Ability to communicate
clearly and effectively
Report information in a
structured way
Use of an appropriate
format
Reasonably Accurate,
quite comprehensive
knowledge
Satisfactory evidence of
preparation
Coherent and well
presented – minor errors
Satisfactory referencing,
appropriate sources.
Minor errors in references
All learning outcomes
met
Competent (practical)
May be incomplete in
knowledge (some errors or
omissions)
Weak or no analysis,
evaluation or synthesis
Some application of
theories/knowledge
 An awareness of
appropriate
principles/theories/techniq
ues
Irrelevance to the task at
times
Disorganised work with
weak standard of
presentation
Numerous aberrations
from the requirements of
the task
Referencing is attempted
although may be
inconsistent, many errors,
weak sources
Condone Learning outcomes not
d Pass met
30-39 Little relevant knowledge
(R2/F1) Lacking structure
Numerous errors in
structure and form
Limited understanding of
concepts/theories
No appropriate analysis,
evaluation or synthesis
Significant
inaccuracies/omissions
Not competent
Little or no attempt to use
references and if so very
weak with errors
Under 30 Little engagement with the
(R2/F2) task
No basic understanding of
the subject matter
Poor communication
(written or verbal)
Lacking or no structure
Significant errors in
structure and form
Many significant
inaccuracies/omissions –
very little correct
Little or no attempt to use
references and if so, very
weak with many significant
errors
(0%) No submission
Nothing of relevance in the
work submitted
End of the Document
An awareness of
appropriate
principles/theories/techniq
ues
Irrelevance to the task at
times
Disorganised work with
weak standard of
presentation
Aberrations from the
requirements of the task
Referencing is attempted
although may be
inconsistent, many errors,
weak sources
Learning outcomes not
met
Little relevant knowledge
Lacking structure
Numerous errors in
structure and form
Limited understanding of
concepts/theories
No appropriate analysis,
evaluation or synthesis
Significant
inaccuracies/omissions
Not competent
Little or no attempt to use
references and if so very
weak with errors
Little engagement with the
task
No basic understanding of
the subject matter
Poor communication
(written or verbal)
Lacking or no structure
Significant errors in
structure and form
Many significant
inaccuracies/omissions –
very little correct
Little or no attempt to use
references and if so, very
weak with many significant
errors
No submission
Nothing of relevance in the
work submitted
An awareness of
appropriate
principles/theories/techniq
ues
Irrelevance to the task at
times
Disorganised work with
weak standard of
presentation
Aberrations from the
requirements of the task
Referencing is attempted
although may be
inconsistent, many errors,
weak sources
Learning outcomes not
met
Little relevant knowledge
Lacking structure
Numerous errors in
structure and form
Limited understanding of
concepts/theories
No appropriate analysis,
evaluation or synthesis
Significant
inaccuracies/omissions
Not competent
Little or no attempt to use
references and if so very
weak with errors
Little engagement with the
task
No basic understanding of
the subject matter
Poor communication
(written or verbal)
Lacking or no structure
Significant errors in
structure and form
Many significant
inaccuracies/omissions –
very little correct
Little or no attempt to use
references and if so, very
weak with many significant
errors
No submission
Nothing of relevance in the
work submitted